The purpose of this project is to give students the knowledge and skills needed to successfully and safely navigate through online environments as it pertains to developing an online identity. This project will help educate students in the risks and possibilities of online identities and will seek to demonstrate the importance of digital citizenship, netiquette, and personal responsibility.
Goal:
The goal of this project is to teach students the importance of protecting and developing an appropriate online identity(ies) and the ways in which these identities might impact their future professional lives.
Rationale:
For many, the world today is mobile and digital. Students today are familiar with and can spend hours a day on social networks, chat, virtual worlds, and online gaming creating numerous identities. Each of these sites require users to sign a user agreement and develop a profile. Some of these profiles can include age, race, favorite movies/books/music, relationship status, etc. Forming these personal pages plays a profound impact on adolescent identity formation. As [adolescents] consider if and how they are going to draft themselves into existence online they are forced to reflect on who they are and how they will be viewed by others...in doing so, they make choices that will reflect on how others view them, and thus are pushed to think critically about what kind of self-statments they offer through personal sites" (Stern, 2008, p. 114). This stage of identity formation can be crucial to adolescents and they need to be taught how to create their online identities in a safe way that will not have negative repercussions on their future.
Adolescents also need to understand this information can be viewed and used by hundreds or even thousands of people and corporations depending on the type of site and amount of personal security chosen. Every action, word, image or video uploaded or posted builds an online identity and follow a person forever, having unforeseen consequences. "Where this persistence allows digital media artifacts to reappear at inopportune or unwanted moments, they are pernicious in nature, being negative and unwanted. Identifying that negative potential and the effects that the persistence of digital artifacts may have on the lives and future of our children are the most critical issues" (Heverly, 2008, p. 200). For example, colleges, employers, and even potential colleagues can use online information to form opinions and make decisions concerning acceptance, employment, and even social status. Few adults fully understand how an ill-conceived post can negatively impact their professional future, for young students the idea that one mistake can follow them forever can be especially hard to grasp. It is important that young people understand that their online identity reflects on them in the professional world, today, tomorrow, and forever.
Description of learners:
This lesson plan is aimed towards high school students in grades 9-12. Most of the students state that they have some form of online identity, including profiles on sites such as Facebook, MySpace, or Twitter. From this group of students, they are aware that pictures can be used in their profiles and pages. They are familiar with how to post messages on their own and others' sites. They have a good understanding of social networking using these sites. The students report spending anywhere from 30 minutes to 2+ hours a day navigating, posting, and reading material on social network sites. These students state that they have some background knowledge on online identities, known as online presence or 'page' to them. However, the students have not received formal training on online identities. Less than 10% of students report that their parents have spoken to them about their online identity. About 20% of the students state that their parents have an online identity (that they know of).
Instructional Objectives:
Objective 1: Define and recognize components of online identity
Objective 2: Search for online artifacts pertaining to online identity
Objective 3: Evaluate online identities for potential risk
Objective 4: Explain the use appropriate use of text, images, and digital content in the context of online identities
Objective 5: Create a virtual identity
Objective 6: Apply learning through an evaluation of their online identity
Materials Needed:
Computers with Internet access
Performance Measures:
Pre-Instruction:
During this stage, students will be asked to search the internet for stories pertaining to online identities. They will be asked to locate cases that discuss negative outcomes as a result of what was posted on their online identity. Students will find, read, and report on the story that they find in a brief 3 minute overview to the class. Students have the opportunity to insert their opinion regarding whether the sanction was fair and how it can impact the person's life. The instructor and students will summarize the class findings and open it up for discussion.
The class blog will be introduced at this stage. Students can blog at any time about what they are learning, share resources, and comment on one another's posts.
During Instruction:
Working in groups, students will be asked to list the various components that can be posted within one's online presence. A comprehensive list will be created using the findings. The instructor will then present an overview of online identity including items that should and should not be posted online. In addition, the instructor and students will engage in a discussion about the repercussions of posting such items. Using social networking sites, students will locate examples of 'good' and 'bad' components of online identities and explain why they fall into each category. Students will rationalize why these items fall under each category. Students will learn how to appropriately use text, images, and digital content with an online identity.
Post Instruction:
Students will be asked to create a new identity or modify an existing online identity using the information that they learned about during the lesson. Students will be asked to present their identity to the class. During the presentation, students will discuss the included components, why they were chosen, and why they are not harmful to one's online identity. Students will have the opportunity to ask questions and seek clarification for their choices. During this discussion, students can discuss any concerns they have about the content. Following the presentations, the whole class and instructor will engage in a final discussion summarizing what was learned and discuss any remaining concerns or questions about online identities.
Online Identity ~ Lesson Plan
Purpose:
The purpose of this project is to give students the knowledge and skills needed to successfully and safely navigate through online environments as it pertains to developing an online identity. This project will help educate students in the risks and possibilities of online identities and will seek to demonstrate the importance of digital citizenship, netiquette, and personal responsibility.Goal:
The goal of this project is to teach students the importance of protecting and developing an appropriate online identity(ies) and the ways in which these identities might impact their future professional lives.Rationale:
For many, the world today is mobile and digital. Students today are familiar with and can spend hours a day on social networks, chat, virtual worlds, and online gaming creating numerous identities. Each of these sites require users to sign a user agreement and develop a profile. Some of these profiles can include age, race, favorite movies/books/music, relationship status, etc. Forming these personal pages plays a profound impact on adolescent identity formation. As [adolescents] consider if and how they are going to draft themselves into existence online they are forced to reflect on who they are and how they will be viewed by others...in doing so, they make choices that will reflect on how others view them, and thus are pushed to think critically about what kind of self-statments they offer through personal sites" (Stern, 2008, p. 114). This stage of identity formation can be crucial to adolescents and they need to be taught how to create their online identities in a safe way that will not have negative repercussions on their future.Adolescents also need to understand this information can be viewed and used by hundreds or even thousands of people and corporations depending on the type of site and amount of personal security chosen. Every action, word, image or video uploaded or posted builds an online identity and follow a person forever, having unforeseen consequences. "Where this persistence allows digital media artifacts to reappear at inopportune or unwanted moments, they are pernicious in nature, being negative and unwanted. Identifying that negative potential and the effects that the persistence of digital artifacts may have on the lives and future of our children are the most critical issues" (Heverly, 2008, p. 200). For example, colleges, employers, and even potential colleagues can use online information to form opinions and make decisions concerning acceptance, employment, and even social status. Few adults fully understand how an ill-conceived post can negatively impact their professional future, for young students the idea that one mistake can follow them forever can be especially hard to grasp. It is important that young people understand that their online identity reflects on them in the professional world, today, tomorrow, and forever.
Description of learners:
This lesson plan is aimed towards high school students in grades 9-12. Most of the students state that they have some form of online identity, including profiles on sites such as Facebook, MySpace, or Twitter. From this group of students, they are aware that pictures can be used in their profiles and pages. They are familiar with how to post messages on their own and others' sites. They have a good understanding of social networking using these sites. The students report spending anywhere from 30 minutes to 2+ hours a day navigating, posting, and reading material on social network sites. These students state that they have some background knowledge on online identities, known as online presence or 'page' to them. However, the students have not received formal training on online identities. Less than 10% of students report that their parents have spoken to them about their online identity. About 20% of the students state that their parents have an online identity (that they know of).Instructional Objectives:
Objective 1: Define and recognize components of online identity
Objective 2: Search for online artifacts pertaining to online identity
Objective 3: Evaluate online identities for potential risk
Objective 4: Explain the use appropriate use of text, images, and digital content in the context of online identities
Objective 5: Create a virtual identity
Objective 6: Apply learning through an evaluation of their online identity
Materials Needed:
Computers with Internet accessPerformance Measures:
Pre-Instruction:During this stage, students will be asked to search the internet for stories pertaining to online identities. They will be asked to locate cases that discuss negative outcomes as a result of what was posted on their online identity. Students will find, read, and report on the story that they find in a brief 3 minute overview to the class. Students have the opportunity to insert their opinion regarding whether the sanction was fair and how it can impact the person's life. The instructor and students will summarize the class findings and open it up for discussion.
The class blog will be introduced at this stage. Students can blog at any time about what they are learning, share resources, and comment on one another's posts.
During Instruction:
Working in groups, students will be asked to list the various components that can be posted within one's online presence. A comprehensive list will be created using the findings. The instructor will then present an overview of online identity including items that should and should not be posted online. In addition, the instructor and students will engage in a discussion about the repercussions of posting such items. Using social networking sites, students will locate examples of 'good' and 'bad' components of online identities and explain why they fall into each category. Students will rationalize why these items fall under each category. Students will learn how to appropriately use text, images, and digital content with an online identity.
Post Instruction:
Students will be asked to create a new identity or modify an existing online identity using the information that they learned about during the lesson. Students will be asked to present their identity to the class. During the presentation, students will discuss the included components, why they were chosen, and why they are not harmful to one's online identity. Students will have the opportunity to ask questions and seek clarification for their choices. During this discussion, students can discuss any concerns they have about the content. Following the presentations, the whole class and instructor will engage in a final discussion summarizing what was learned and discuss any remaining concerns or questions about online identities.
Sample Resources:
Teacher on Leave due to Facebook Photo
http://www.woai.com/news/local/story/Supporters-rally-behind-teacher-placed-on-leave/w5nZOoEoUE-UbNTpcJSJLw.cspx
Fired for Facebook Comments?
http://www.slate.com/articles/news_and_politics/jurisprudence/2012/07/getting_fired_for_what_you_post_on_facebook.html
Freedom of Speech?
http://online.wsj.com/article/SB10001424052970203710704577049822809710332.html
5 Reasons why your Online Presence will Replace your Resume in 10 Years
http://www.forbes.com/sites/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/
Reasons to Care About your Online Presence
http://www.lifehack.org/articles/management/5-reasons-to-care-about-your-online-presence-and-3-to-forget-about-it.html
Why is Teen Privacy an Increasing Concern?
http://networkconference.netstudies.org/2012/the-privacy-of-online-identities-of-teenagers-why-is-it-an-increasing-concern/
Adolescents and the Internet
http://www.actforyouth.net/resources/rf/rf_internet_1006.pdf
References: